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Version 1.1 – Updated August 2021

Teacher estimates of achievement

Overview

  • Influence: Teacher estimates of achievement
  • Domain: Teacher
  • Sub-Domain: Teacher attributes
  • Potential to Accelerate Student Achievement: Potential to considerably accelerate
  • Influence Definition: The estimates of student achievement made by teachers. These teacher judgments: can help set expectations; be used to benchmark past understanding; are involved in setting the next challenges, identify those who may have early signs of difficulties; inform placement and intervention choices; and influence instructional choices. These judgments come from questioning, observing, written work presentations, how the student reacts to increased challenge, and assignments and tests.

Evidence

  • Number of meta-analyses: 3
  • Number of studies: 124
  • Number of students: 38,878
  • Number of effects: 197
  • Effect size: 1.46

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Journal of Educational Psychology Sudkamp, Kaiser & Moller Germany Accuracy of teachers' judgments of students' academic achievement: A meta-analysis 2012 Teachers' judgement of students' achievement 75 38,878 75 1.62
Review of Educational Research Hoge & Coladarci USA Teacher-based judgments of academic achievement: A review of literature 1989 Teachers' judgement of students' achievement 16 0 16 1.76
Educational Research Review Machts, Kaiser, Schmidt, & Moller Germany Accuracy of teachers' judgments of students' cognitive abilities: A meta-analysis 2016 Teacher judgements of cognitive abilities 33 0 106 1.00
TOTAL/AVERAGE 124 38,878 197 1.46

Confidence

The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:

  • Number of Meta-analyses
    • 1 = 1
    • 2 = 2–3
    • 3 = 4–6
    • 4 = 7–9
    • 5 = 10+
  • Number of Studies
    • 1 = 1–10
    • 2 = 11–50
    • 3 = 51–200
    • 4 = 201–400
    • 5 = 400+
  • Number of Students
    • 1 = 1–2,500
    • 2 = 2,501–10,000
    • 3 = 10,000–20,000
    • 4 = 20,000–100,000
    • 5 = 100,001+
  • Number of Effects
    • 1 = 1–100
    • 2 = 101–300
    • 3 = 301–600
    • 4 = 601–1,200
    • 5 = 1,200+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 2 3 4 2 3
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